Abstract
This study was aimed to investigate the implementation of visual-based and verbal-based materials in teaching writing to students with different learning styles. This study employed a quasi-experimental design with a 2x2 factorial design conducted in the health analyst academy Indonesia. There were two experimental groups involved. Visual-based and verbal-based materials had been used as teaching media for collecting the data. The observation was also conducted to support the data findings. The research findings indicated that both visual-based and verbal-based materials were useful to be used in teaching writing to students with different learning styles. However, the findings indicated that visual-based material was more effective to be used in both spatial and linguistic learning styles students. The result of observation also showed that students considered visual-based material to be more interactive and exciting. Students' learning styles proved to have a significant influence on teaching materials, primarily when verbal-based material was implemented. The visual-based materials have a substantial impact on the students' writing ability. It could be concluded that visual-based material was adequate for the students with a spatial learning style, while verbal-based material was sufficient to the students with a linguistic learning style in teaching writing.
Highlights
Writing as a productive skill is considered to be more difficult than any other productive skill
The data result concluded that there was no significant difference between visual-based and verbal-based materials in teaching writing the analytical exposition text for students with spatial learning style
Students with spatial learning style could achieve higher scores in writing test. This present study has proven that visual-based and verbal-based materials could be implemented in teaching writing the analytical exposition text for students with different learning styles
Summary
Writing as a productive skill is considered to be more difficult than any other productive skill. Students face difficulties and commit errors in many different writing aspects. They were unable to determine the right words and sufficient ideas to build the text and still confused about how they started to write a paragraph. Students feel the anxiety to express their opinions in writing. The students always face difficulties in exploring ideas and they have limitation of vocabularies and grammar In responding to this case, it is clear that the students’ writing skill should be improved in some ways, for example through the use of media that are effective to arouse the students’ motivation and interest through their learning styles. These problems are like problems in learning writing English in foreign language classroom
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